Science Performance Assessment Research Articles

The importance of cultivating awareness of environmental matters in science classrooms: a cross-regional study

AbstractAs scientific literacy plays a contributing role in identifying, analysing, and solving environmental matters that our world is facing, there is growing consensus to mandate environmental matters in science classrooms following five decades of efforts in promoting environmental education. However, much remains unknown about the relationship between students’ awareness of environmental matters and their science literacy scores on standardised test. Using data drawn from the 2015 Program for International Student Assessment (PISA) science performance assessment, this study investigates the relationship between students’ awareness of environmental matters and their science literacy scores in the context of established predictors for science learning. In all the regions’ multilevel models ranging from medium to large effect sizes, a significant and positive relationship emerges between students’ awareness of environmental matters and science literacy scores. Among the well-known predictors for science learning, student science self-efficacy associates positively with student science literacy scores across the regions. In contrast, inquiry-based science instruction associates negatively with the scores. Except for these two well-known predictors, variations exist in the relationships between other variables among the regions. Given all the regions’ evidence showing the positive linkage between students’ awareness of environmental matters and science literacy scores, the present study signifies the importance of integrating environmental issues into traditional science classrooms, suggesting that there should be systematic supports that enable both environmental and science educators to collaborate towards the development of an interdisciplinary environmental science curriculum.

Synthesis of Data Science Competency for Higher Education Students

The research aims to Data Science Performance Synthesis for Higher Education Students and Data Science Performance Suitability Assessment for Higher Education Students. The research instruments include 1) data science performance synthesis tables, 2) expert interviews in data science performance assessments, 3) expert questionnaires to assess the consistency of data science performance. Analytical methods include 1) analyzing the frequency obtained from the content analysis table, 2) synthesis of content from interviews, 3) analyzing performance consistency, and components of data science performance, from data science synthesis for higher education students, finding that data performance for higher education students consists of five performances: 1) programming skills, 2)elementary statistics, 3) fundamentals of data science, 4) data preparation, and 5) Big data analytics.

Initial Evaluation of the Concept-2 Rowing Ergometer's Accuracy Using a Motorized Test Rig.

IntroductionThe Concept 2 (C2) rowing ergometer is used worldwide for home-based training, official competitions, and performance assessment in sports and science. Previous studies reported a disparate underestimation of mechanical power output positively related to an unclearly defined stroke variability. The aim of this study was to quantify the accuracy of the C2 while controlling for the potentially influencing variables of the rowing stroke by using a test rig for air-braked rowing ergometers and thus excluding biological variability.MethodsA unique motorized test rig for rowing ergometers was employed. Accuracy was assessed as the difference in mechanical power output between C2 and a reference system during steady (i.e., minimal variations of stroke power within a series of 50 spacemark, no -strokes) and unsteady simulated rowing (i.e., persistent variations during measurement series) while manipulating the stroke variables shape, force, or rate.ResultsDuring steady simulated rowing, differences between C2 and the reference system ranged 2.9–4.3%. Differences were not significantly affected by stroke shapes (P = 0.153), but by stroke rates ranging 22–28 min−1 (P < 0.001). During unsteady simulated rowing with alterations of stroke force and rate, mean differences of 2.5–3.9% were similar as during steady simulated rowing, but the random error increased up to 18-fold. C2 underestimated mechanical power output of the first five strokes by 10–70%. Their exclusion reduced mean differences to 0.2–1.9%.ConclusionDue to the enormous underestimation of the start strokes, the nominal accuracy of the C2 depends on the total number of strokes considered. It ranges 0.2–1.9%, once the flywheel has been sufficiently accelerated. Inaccuracy increases with uneven rowing, but the stroke shape has a marginal impact. Hence, rowers should row as even as possible and prefer higher stroke rates to optimize C2 readings. We recommend external reference systems for scientific and high-performance assessments, especially for short tests designs where the start strokes will have a major impact.

Culturally Responsive Assessment of Life Science Skills and Abilities: Development, Field Testing, Implementation, and Results

A research team consisting of educators of gifted students, a scientist, and experts in measurement developed a performance-based assessment of life science skills and abilities. Four high schools in the Southwestern United States were the settings for field testing and implementation. Five levels of ratings were given: unknown, maybe, probably, definitely, and wow. The majority of student scores were in the maybe and probably categories. Using six new measures (concept maps in life and physical science, math problem solving, spatial analytical performance assessment, life science performance assessment and physical science performance assessment), 23 students (M2) were selected for participation in science laboratories at an R1 university along with 20 students (M1) selected by conventional means. When the nine attribute scores of the performance-based assessment were compared, no significant difference was found t(41), p &gt; .38, between M1 and M2 students. Performance-based assessments in science, technology, engineering, and mathematics (STEM) will provide an alternative and a complement to standard achievement tests. They have the potential to identify and nurture exceptionally talented high school students across all demographic groups.

Development of Process-oriented Inquiry-Based Science Performance Assessment Method and Application to Science Gifted High School Students

Development of Process-oriented Inquiry-Based Science Performance Assessment Method and Application to Science Gifted High School Students

Problems and Improvements of Science Performance Assessment

Problems and Improvements of Science Performance Assessment

Multimodal evaluering af deltagerstyret problem- og undersøgelsesbaseret aktiviteter i børnehave og indskoling&lt;br /&gt;Multimodal assessment of inquiry based science education in kindergarten and primary school

A multimodal assessment method is designed on the basis on Science Performance Assessment with three central representations in focus of assessment: Written, oral and practical representations. The multimodal assessment method is tried out in both kindergarten and in primary school, which have worked with inquiry based science education (IBSE) related to the subject “Wind &amp; Weather”. The study is situated in a sociocultural context and the data are analyzed according to Engeströms activity theory. The results clearly indicated that the method is suitable for assessment of IBSE activities. It gives the evaluator opportunities to test students’ knowledge, skills and competencies related to science as well as students’ social and personal competencies. Hence, the evaluator in a better way can guide the students in the right direction on their learning journey.

Navigating the language demands of an inquiry‐based science performance assessment: Classroom challenges and opportunities for English learners

AbstractScience performance assessments (SPAs) are designed to elicit a wider range of scientific knowledge and abilities than ordinarily measured by more traditional paper‐and‐pencil tests. To engage in SPAs and thus demonstrate abilities such as scientific inquiry, students must interact with various participants and communicate in a variety of ways. Using an analytical framework that draws on functional and interactional views of language, we analyzed video footage of one SPA, The World Down Under, enacted in three fifth‐grade classrooms. The video analysis revealed a wide variety of language demands that students encountered during the SPA, including a range of participant structures (whole class, small group, and individual), communicative modes (interpreting language, presenting language, and engaging interpersonally), and 18 different texts. Moreover, the language demands differed by classroom. A closer look at two video episodes illustrated how this more expansive communicative context afforded two English Learners (ELs) with opportunities to navigate the language demands of the assessment. However, the same language demands could present challenges for ELs with lower levels of English proficiency. The findings contribute to science education by bringing attention to the nature and role of language in SPAs, which has only begun to be described in the literature. © 2012 Wiley Periodicals, Inc. Sci Ed 96:631–651, 2012

Documenting the language demands of mainstream content-area assessment for English learners: participant structures, communicative modes and genre in science performance assessments

We report on the development and use of an analytical framework designed to articulate the language demands English learners (ELs) encounter on performance assessments such as those used in inquiry-based science classrooms. The Science Assessment Language Demands (SALD) Framework, grounded in functional and interactional views of language and language use, focuses on participant structures utilized in performance assessments, associated modes of communication called for and written texts and genres that students are required to read and produce. We employed the SALD Framework to document the range of language demands present in the performance assessments that accompany three fifth-grade science units. The assessments collectively call upon students to engage in four participant structures (whole class, small group, pair and individual), three communicative modes (interpersonal, interpretive and presentational) and a broad array of genres. These demands may present barriers with regard to ELs' ability to demonstrate their scientific knowledge and skills. On the other hand, the language involved in performance assessments may also present opportunities, both for expanding the options ELs have for demonstrating their understanding and by promoting the development of a wider repertoire of language skills than might be fostered in classrooms preparing students for more traditional assessments.

Analyzing language demands facing english learners on science performance assessments: The sald framework

AbstractThis article report on the development and use of an analytical framework intended to map the language demands encountered by English learners as they engage in science performance assessments. Grounded in functional and interactional views of language and language use, the authors—two science education researchers and a language scholar—developed the framework via an inductive, iterative, and systematic review of written assessment materials associated with three fifth grade science performance tasks. The resulting Science Assessment Language Demands (SALD) framework is organized around three dimensions: participant structures, communicative modes, and written texts and genres that students are called upon to read and produce. The authors used textual analysis to conduct an expert review of the written documents associated with the three assessment tasks. The results indicate that the framework can be used to document a wide range of functional and interactional language demands involved in science performance assessments. The demands revealed by the SALD framework highlight both potential challenges facing English learners during science performance assessments as well as opportunities afforded by such assessments for demonstrating their knowledge and skills and further developing language proficiency. A major implication of the study is the potential use of the framework to evaluate the language demands and opportunities of science assessments used in classrooms with English learners. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 909–928, 2010

The effects and perceived consequences of testing accommodations on math and science performance assessments.

Northern Illinois UniversityThe present study examined the effect accommodations have on test results of studentswith and without disabilities and documented experts’ judgments about the appropri-ateness of testing accommodations. Test score data were collected from 218 fourth-grade students with and without disabilities on mathematics and science performancetasks and from eight testing experts who evaluated the fairness and validity of a sampleof testing accommodations used with these students. Results indicated that, for moststudents with disabilities and some students without disabilities, packages of testingaccommodations had a moderate to large effect on performance task scores. Expertreviewers rated most accommodations for a student with disabilities as being both validand fair, and they gave accommodations listed on a student’s individualized educationprogram (IEP) signi cantly higher validity and fairness ratings than accommodationsthat were not listed on the student’s IEP. Interpretations of these data are provided andimplications for practice and future research are discussed.Keywords:

Preservice Teachers' Development and Implementation of Science Performance Assessment Tasks

Preservice teachers in a science methods course were provided instruction on performance assessment, then guided through a design and implementation process of performance assessment tasks. We assessed the effect of designing and implementing a performance assessment task on preservice teachers' understanding of standards-based assessment. The findings show that these preservice teachers improved in their understanding of assessment as a formative process as well as their science content understanding of the topic addressed in their designed task. We found that preservice teachers need to experiment with performance assessment tasks in an authentic context in order to understand the full potential and value of the task.

일반화가능도 이론을 이용한 과학 수행평가의 오차원 분석 및 신뢰도 추정

일반화가능도 이론을 이용한 과학 수행평가의 오차원 분석 및 신뢰도 추정

A real time human–machine interface for an ultrahigh temperature MEMS sensor–igniter

Abstract The progress of numerous emerging technologies is currently hampered by a disconnect between material science and engineering applications. The potential of nano-scale engineering can not be fully exploited as long as basic material science and engineering are not integrated. This paper is concerned with the development of a novel computational methodology that unites fundamental materials science, mechanical design, reliability analysis, and system level performance assessment in an interactive environment called the human–machine interface (HMI). The HMI serves as a real time display of the performance and the status of the device, e.g. the remaining life, and provides a simulation platform for design and optimization. The architecture and performance of the HMI is demonstrated by the example of an ultrahigh temperature MEMS sensor–igniter. The device is fabricated from a novel polymer derived ceramic (PDC) called silicon carbonitride (SiCN). The HMI methodology is portable to health monitoring of other high temperature systems such as gas turbine engines, missile systems, and high temperature processing of advanced materials.

Performance assessment in physical science and the role of concept mapping

Student learning in complex fields such as physical science can be difficult to assess. Performance assessment techniques offer an alternative way of approaching this goal. This paper addresses the use of concept mapping as a means of assessing changes in the way students grasp the conceptual structure of specific topics in physical science. A concept map is interpreted as representing important aspects of the student's organisation of concepts and, indirectly, the student's construction of meaning. Therefore, concept mapping has the potential to provide direct measures of students' knowledge structures. Various concept mapping techniques are reviewed based on their validity and reliability when used as a means of assessing student learning. The educational implications of adopting concept mapping performance assessment strategies are also discussed along with directions for future research.

Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students’ Science Assessment Performance

Although many cooperative learning methods advocate grouping students heterogeneously in order to maximize the diversity of perspectives, skills, and backgrounds, past research shows that heterogeneous grouping generally ben-efits low-ability students but does not necessarily benefit high-ability students. This study investigates the effects of group ability composition (homogeneous versus heterogeneous) on group processes and outcomes for high-ability students completing science performance assessments. High-ability students working in homogeneous groups uniformly performed well, and high-ability students in some heterogeneous groups performed as well as high-ability students in homogeneous groups; but high-ability students in other heterogeneous groups did not perform as well. The quality of group functioning served as the strongest predictor of high-ability students’ performance and explained much of the effect of group composition.

Experimental Analysis of the Effects of Testing Accommodations on the Scores of Students with and without Disabilities

As a result of changes to the Individuals with Disabilities Education Act ( IDEA) in 1997, all students with disabilities are expected to participate in state and district assessment systems for accountability. To fulfill this participation mandate, individualized testing accommodations are permitted. This investigation focused on the use and effects of testing accommodations on the scores of students with disabilities on challenging mathematics and science performance assessment tasks. The major objectives of the investigation were to (a) document the testing accommodations educators actually use when assessing students with performance assessment tasks, and (b) examine the effect that accommodations have on test results. Both descriptive and experimental methods were used to analyze data. Individual cases of students with disabilities represent the strength and uniqueness of this research. The predominant research design in this investigation is a between-series design featuring an alternating treatment design element. This data collection and analysis plan guided our work with 100 fourth graders, of whom 41 were students with disabilities. The results of the investigation indicated that slightly more than 75% of the testing accommodation packages that were suggested by students' individual education plan teams had a moderate to large effect on their test scores. It was also found that testing accommodations, to a lesser extent, had a positive effect on the test scores of students without disabilities. For a small percentage of students, the effects of suggested accommodations were not positive. These results are discussed in terms of validity and accountability issues for large-scale assessment programs.

Reducing Task-related Variance in Performance Assessment Using Concept Maps

Task-related variance causes scores from performance assessments not to be generalizable and thus inappropriate for high stakes use. It is possible that task-related variance is due, in part, to students’ inability to transfer their knowledge consistently from one assessment task to another. Therefore, concept-mapping, a cognitive tool, might be useful to aid this transfer. This study examines the effects of concept maps on the task-related variance components of Political Science performance assessments. On three quizzes, some students used concept maps while writing two essays, while other students did not. The task variance components remained unchanged across groups, but the person main effect components increased and the task-by-person interaction components decreased for those using concept maps. Also, the scores from the concept mapping groups had higher generalizability coefficients than for those who did not use a concept map.

The Effects of Content, Format, and Inquiry Level on Science Performance Assessment Scores

In this study, we investigated 3 factors that may contribute to the large variation in student performance across open-ended measures. These factors are content domain, format (whether the task required only pencil and paper or involved a hands-on manipulation of equipment), and level of inquiry (whether the task guided the student toward the solution or required the student to develop a solution strategy). A group of 6 similar investigations of acids and bases were developed from a common shell that controlled for format and level of inquiry. Students completed 2 of these tasks as well as tasks drawn from other content areas and a multiple-choice test of science. Results did not bear out the hypothesis that tasks that were similar to each other in content, level of inquiry, and format would correlate higher with each other than with measures that differed on these dimensions. Post hoc analyses of the tasks revealed unanticipated differences in developers' interpretation of the shell that may have affected student performance. Implications for large-scale use of performance measures are discussed.

Contextual Explanations of Local Dependence in Item Clusters in a Large Scale Hands‐On Science Performance Assessment

This study provides hypothesized explanations for local item dependence (LID) in a large scale hands‐on science performance assessment. Items within multi‐step item clusters were classified as low or high in LID using contextual analysis procedures described in this and other studies. LID was identified statistically using the average within cluster (AWC) correlation procedure described in previous studies. Levels of LID identified in contextual analyses were compared to levels of LlD identified in correlation analyses. Consistent with other studies, items that appear to elicit locally dependent responses require examinees to answer and explain their answer or to use given or generated information to respond